Social, Behavioural, Emotional and Wellbeing (SBEW) Intervention Officer at Education Authority Northern Ireland

Belfast, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

23 Jun, 26

Salary

0.0

Posted On

26 Mar, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Intervention Strategies, Behavioural Support, Emotional Support, Wellbeing Support, Early Intervention, Preventative Approaches, Targeted Support, Intensive Approaches, Classroom Support, Advice and Guidance, Training Delivery, Group Programmes, Collaborative Working, Multidisciplinary Teamwork, Case Discussions, Record Keeping

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Local Impact Teams: Social, Behavioural, Emotional and Wellbeing (SBEW) Intervention Officer REPORTS TO: Local Impact Team Manger / Area Manger RESPONSIBLE FOR: The main role of the SBEW Intervention Officer will be to contribute to key aspects of t early intervention and preventative, targeted, and intensive approaches within the local impact Teams. The SBEW Intervention Officer will work closely with teachers and other members of the Local Impact Teams to provide more focussed work within classrooms. Working under the supervision of the specialist teachers or Local Impact Team manager, SBEW IOs focus will be to provide advice and support in educational settings. JOB PURPOSE The SBEW Intervention Officer will work as part of the Local Impact teams, to support the work of the local impact teams, as we operate a regional model of service deliver there will be an expectation to support other Local impact Teams as required. In delivering this role, the SBEW Intervention Officer will provide advice to school staff and will contribute to the improvement of outcomes for children and young people within education settings with SBEW needs through the implementation of effective early intervention, preventative, nurturing approaches and interventions. The SBEW Intervention Officer will also contribute to training and group programmes, participate in collaborative working, and contribute to the development of the local Impact Team model with the guidance of designated team members. The role will include: - modelling strategies and interventions to help build capacity of practitioners and parents on-site - disseminate and implement best practice / practical strategies - delivering programmes of support - providing practitioner advice and guidance within settings - attendance at case discussions and meeting with staff from various agencies - contributing collaboratively within a multidisciplinary team. The post holder will work with a range of education settings, school staff, parents, pupils and members of the SEND & Youth Directorate. MAIN DUTIES AND RESPONSIBILITIES Training, advice and support for service users Work within the guidance of designated team members to support children and young people receiving support from the Local Impact Team . · Contribute to the assessment of children and young people with SBEW needs in partnership with referring schools. · Contribute to the planning and delivery of individual SBEW programmes for identified children and young people who require more intensive support. · Prepare materials that may be required to support the individual child or young person · Work closely with school staff and special educational needs co-ordinators to model/ practice effective strategies and interventions in relation to individual children and young people. · Contribute to the monitoring and review of children’s progress in line with agreed protocols. · Support the transition of children and young people across education settings, as appropriate. Work under the guidance of designated team members to support educational settings by: · Providing setting-based targeted support and pupil advisory support following · Seek feedback as directed from education settings to maintain an ongoing evaluation of the local impact team. · Provide advice to education settings regarding practitioner themes including understanding of SBEW needs and the use of appropriate assessment, strategies, materials and equipment. · Support the promotion of best practice and a co-ordinated approach with staff within education settings in responding to and supporting SBEW needs. · Support lead trainers in providing online training, or centre-based and setting-based training for education settings. · Provide, where appropriate and under guidance, a ‘link’ role to selected education settings which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests. · Promote parental involvement by; a) Liaising with parents and encouraging a holistic approach to progress and success at school. b) Encouraging liaison between home and school setting to maximise consistency in relation to implementing effective support strategies. Collaboration with Others and Inter-agency Work · Participate in a co-ordinated approach in addressing the special educational needs of a child or young person with SBEW difficulties. · Follow service protocols in relation to collaborative working to ensure an efficient use of service time and resources. · Follow a co-ordinated approach in the identification, assessment and support for children and young people with presenting SBEW needs. · Liaise, as directed, with members of other agencies including the Educational Psychology Service, Education Welfare Service and other statutory and voluntary services/agencies. · Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children. Record Keeping and Information Technology · Maintain records of support and provide reports in line with agreed protocols. · Prepare, as appropriate, reports on support provided to education settings and on the progress of individual children under the supervision of a designated member of the Local Impact Team. · Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint) · Co-operate in the implementation of Information and Communication Technology. Maintaining Quality of Service Delivery: Continuing Professional Development · Participate in and contribute to the service staff development programme. · Engage in professional development activities in line with a regional model of team development and in relation to personal targets and goals. Other Duties · Complying with EA policies and procedures in relation to the duties and responsibilities of the post. · Contributing to the ongoing evaluation of the service. · Maintaining at all times confidentiality of information received. · Any such other duties that the EA may from time to time require. This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time. In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times. To view the summary of terms and conditions for this post, click here.To view the summary of terms and conditions for this post, click here. To view the summary of terms and conditions for this post, click here. PERSON SPECIFICATION NOTES TO JOB APPLICANTS 1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant. 2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. 3. The stage in the process when the criteria will be measured is outlined in the table below. 4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. 5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. 6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. Section 1 - Essential Criteria The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. Factor Essential Criteria Method of Assessment Qualifications/ Experience Hold a hold a HNC/HND or above examination qualification and have three years’ experience of directly working with children in an education, youth or health and social services setting; OR have five years’ experience of directly working with children in an education, youth or health and social services setting. Demonstrate direct implementation of strategies for effective management and support of pupils with social, behavioural, emotional and well-being (SBEW). Demonstrate effective work with pupils, parents, school staff and management, and other relevant professionals to promote partnership working and inclusion. Shortlisting by Application Form Knowledge Sound knowledge of ICT software packages (for example, Microsoft Word, Access, Excel etc.) Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form Section 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model. Factor Essential Criteria Method of Assessment Knowledge Appropriate approaches, strategies and interventions to meet the SBEW needs of children and young people. The Principles of Nurture and their implementation. Current legislation and policy context in promoting the inclusion of children and young people with Special Education Needs (SEN) in education settings. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: Ability in designing and implementing programmes of support for children with SEN. Working effectively as a member of a team, with a flexible and pro-active approach; and be able to work independently using your initiative, working logically and with precision under the supervision of a senior officer from Behaviour Support Services. A high degree of interpersonal skills and an ability to engage and communicate sensitively and professionally with families, school staff and a range of professionals to promote the best interests of the child/ young person. Interview Values Orientation Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here. Interview Section 3 - Desirable Criteria Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Experience Have experience of working with children and young people in an education setting with special educational needs. Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals. Shortlisting by Application Form Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice. APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here The Education Authority is an Equal Opportunities Employer.

Responsibilities

The main role involves contributing to early intervention, preventative, targeted, and intensive approaches for Social, Behavioural, Emotional, and Wellbeing (SBEW) needs within educational settings, working closely with teachers and Local Impact Teams. This includes providing advice, modelling strategies, delivering programmes, and contributing to training and collaborative multidisciplinary work.